This study aims to investigate students’ common errors in Vietnamese-English translation. For the objectives, 70 first-year students at Foreign Trade University – Ho Chi Minh campus, were invited to participate in this study. To identify students’ errors in Vietnamese-English translation, the participants were asked to complete five weekly assignments. The results revealed that students made grammatical, lexical, and spelling errors. The causes of these observed errors were also indicated, which included the difference between English and Vietnamese, inadequate culture background, students’ insufficient linguistic competence in English language and Vietnamese language, lack of cultural background knowledge, students’ inappropriate translation strategies, interference of Vietnamese, misunderstanding, and students’ carelessness. In addition, some suggestions were offered in the light of the findings identified in the study to help students improve their translation ability.

This research aims to describe English language errors in the scientific papers. The research data consists of 104 scientific articles that authors sent to Journal of Thu Dau Mot University. The quantitative method was applied in the form of frequency charts for each category of surface strategy taxonomy and comparative analysis. Based on the analysis theory of grammatical errors, all of the errors in these articles were identified and classified into different categorizations. The findings of the study showed that the authors’ writings were committed three main error groups: Lexical errors are the highest with 281 (49%); the number of Syntactic errors are ranked the second with 222 (39%); Morphological errors are the lowest with 69 (12%). On the basis of these results it is figured out that the authors still have difficulties in writing a research papers in English because they are not English major. Moreover the grammar of English is known as their foreign language. Another reason that the writer made errors is uninterested in organization of their papers. From the study findings above, the researcher suggests some implications to help authors improve their academic writing and meet English international standard.